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Roles and strategies of state organizations related to school-based physical education and physical activity policies
UMass Worcester Prevention Research Center Publications and Presentations
  • Angie L. Cradock, Harvard School of Public Health
  • Jessica L. Barrett, Harvard School of Public Health
  • Cheryl Carnoske, Washington University School of Medicine in St Louis
  • Jamie F. Chriqui, University of Illinois at Chicago
  • Kelly R. Evenson, The University of North Carolina at Chapel Hill
  • Jeanette Gustat, Tulane University
  • Isobel B. Healy, Tulane University
  • Katie M. Heinrich, Kansas State University
  • Stephenie C. Lemon, University of Massachusetts Medical School
  • Nancy O'Hara Tompkins, West Virginia University
  • Hannah L. Reed, Colorado School of Public Health
  • Susan G. Zieff, San Francisco State University
UMMS Affiliation
Department of Medicine, Division of Preventive and Behavioral Medicine
Date
5-4-2013
Document Type
Article
Medical Subject Headings
Child; Communication; Data Collection; Exercise; *Health Policy; Humans; *Motor Activity; Organizational Objectives; Physical Education and Training; Program Development; Schools; State Government; United States
Abstract
School-based physical education (PE) and physical activity (PA) policies can improve PA levels of students and promote health. Studies of policy implementation, communication, monitoring, enforcement, and evaluation are lacking. To describe how states implement, communicate, monitor, enforce, and evaluate key school-based PE and PA policies, researchers interviewed 24 key informants from state-level organizations in 9 states, including representatives from state departments of health and education, state boards of education, and advocacy/professional organizations. These states educate 27% of the US student population. Key informants described their organizations' roles in addressing 14 school-based PE and PA state laws and regulations identified by the Bridging the Gap research program and the National Cancer Institute's Classification of Laws Associated with School Students (C.L.A.S.S.) system. On average, states had 4 of 14 school-based PE and PA laws and regulations, and more than one-half of respondents reported different policies in practice besides the "on the books" laws. Respondents more often reported roles implementing and communicating policies compared with monitoring, enforcing, and evaluating them. Implementation and communication strategies used included training, technical assistance, and written communication of policy to local education agency administrators and teachers. State-level organizations have varying roles in addressing school-based PE and PA policies. Opportunities exist to focus state-level efforts on compliance with existing laws and regulations and evaluation of their impact.
Comments

Citation: Cradock AL, Barrett JL, Carnoske C, Chriqui JF, Evenson KR, Gustat J, Healy IB, Heinrich KM, Lemon SC, Tompkins NO, Reed HL, Zieff SG. Roles and strategies of state organizations related to school-based physical education and physical activity policies. J Public Health Manag Pract. 2013 May-Jun;19(3 Suppl 1):S34-40. doi:10.1097/PHH.0b013e3182840da2. Link to article on publisher's site

Related Resources
Link to Article in PubMed
PubMed ID
23529053
Citation Information
Angie L. Cradock, Jessica L. Barrett, Cheryl Carnoske, Jamie F. Chriqui, et al.. "Roles and strategies of state organizations related to school-based physical education and physical activity policies" Vol. 19 Iss. 3 Suppl 1 (2013) ISSN: 1078-4659 (Linking)
Available at: http://works.bepress.com/stephenie_lemon/70/